Examples/Cases. Case studies in the double effect literature are used widely both to illustrate DER and to tease out conceptual problems. They do so in a number of disputed areas; concerning a morally relevant difference between intending and foreseeing (there are examples for and against); in the explanation of how DER might apply to cases; and in testing what feature of the case is doing moral work. Xxxxxxx Xxxx mentions two kinds of distinctions made by the literature; examples (and arguments) that distinguish between intending bad from foreseeing bad and those that distinguish intending good from foreseeing bad7. These are different kinds of distinctions and both are important to DER8. The first distinction would establish that intention is important and morally relevant whereas the second is both more controversial and central to DER in that it would establish that it is possible to foresee bad will occur while at the same time intending good. The plane and prisoner examples more clearly attempt to establish the first distinction and the rest the second kind.
Examples/Cases. The principal at School X regularly consulted with the Community of Schools (CoS) director and the instructional district team to seek guidance. Initially, the urgency was to focus on operations related to COVID-19 compliance. Over time, the school team spent more time participating in professional instructional development in order to be more proactive.
Examples/Cases. In School XX, non-public agencies did not know how to provide behavior support to students virtually. The school principal visited the virtual classes to ensure everyone was present, but there was no opportunity to see every school employee working to the best of their abilities.
Examples/Cases. The school principal and the leadership team at School XXX met virtually after school to discuss potential challenges and to develop strategies to implement the distance-learning program.
Examples/Cases. At School V, the school principal noticed that most guiding coalition team members were uneasy and sought answers. She took the opportunity to inspire them to lead in small steps, identify their strengths, and encourage them. Many team leaders could grow and become leaders in their support area. For example, the campus aide became the Technology or IT Support, when she had barely an email account in the past.
Examples/Cases. At School VI, the school vision was developed as a collaborative effort among the instructional leadership team and local school leadership comprised of administrators, certificated and classified staff, and parents. Using a community and staff needs assessment, the school principal evaluated and identified the needs and developed a plan to ensure that students stayed connected. The instructional and leadership teams met regularly to ensure the plan's implementation and discuss the next steps.
Examples/Cases. At School VII, no wording changes were made to the school vision statement. The school principal and the team planned to update the school vision in 2022-2023 school year. This school focused on sending verbal messages that included the words safety and well-being for all.
Examples/Cases. At School VIII, the school vision was adjusted to meet the needs of the constant instability of the district guidelines and policies. The initial focus was to ensure that students stayed connected by using technology and accessing the digital learning platform at this school. Once devices were made available and distributed, the focus shifted primarily toward distance learning practices. The vision emphasized accelerating learning with technological and digital support.
